District Digest

As we approach the holiday season, we want to take a moment to reflect on the incredible work and dedication each of you brings to our district every day. Together, you make a difference in the lives of our students and their families, creating an environment where learning, growth, and community thrive.

To our teachers, who inspire minds and hearts; our office staff, who keep everything running smoothly; our custodians, who ensure welcoming and safe spaces; our bus drivers, who transport our students with care; and our nutrition services teams, who fuel young minds—your contributions are invaluable. To our maintenance and grounds crews, who keep our facilities and campuses at their best; our technology staff, who support innovation and connection; our administrators, who lead with vision; and our paraprofessionals, who provide unwavering support—your commitment does not go unnoticed.

Thank you for the passion and effort you pour into your work each day. As we pause for the holidays, we hope you take time to rest, recharge, and enjoy precious moments with your loved ones.

May this holiday season bring joy, warmth, and peace to you and your families. We are grateful to have you as part of our district family and look forward to continuing our journey together in the new year.

With gratitude and warm wishes,

Dr. Rob Martinez, Acting Superintendent and Chief of Human Resources

Christine Ibarra, Associate Superintendent of Educational Services

Liz Robbins, Associate Superintendent of Business Services

Welcome to the December edition of the Kaiser Permanente Newsletter! We aim to help you explore new ways to be the best YOU. Join us in making healthy habits this month and keeping it going throughout the year! For December let's focus on Mind Body and Wellness. At Kaiser Permanente, we know total health and wellness go beyond the doctor's office.

• Get resources for easing stress, anxiety, depression, and sleep problems. Keeping your mind and body healthy and in sync is a great way to care for the whole you.

• Learn how health problems affect emotions and how well you treat, manage, and cope with illness. Plus, find out how a positive outlook may help you better handle pain or stress.

• See why there is growing interest in self-care, with more than three-quarters of U.S. consumers saying wellness is more important than ever.

Stress and Coping: Mindfulness Can Help Video

Spread the word!

💉Vaccination is the best way for people to protect themselves from serious illness this fall and winter. Vaccines teach your immune system how to fight specific viruses. Once your body knows how to protect itself, it can fight off the real virus more effectively. Click here for more on COVID-19 and Flu Shot Administration

The Stand Up Challenge invites you to stand up during 30 phone or virtual meetings in the next 31 days. It’s just that easy…stand up when you're talking on the phone or taking a virtual meeting. You may have to adjust your screen for these events. Recent studies have shown that too much sitting can be bad for your health, and can increase heart disease, diabetes, stroke, and high blood pressure. It seems easy to stand for a few minutes from time to time but may be difficult to remember to do it. So the next time your phone rings or before logging into your virtual meeting stand up first. Others may even be encouraged to join you!

The holiday season is upon us, and with it comes a parade of delicious treats and festive feasts! But don’t worry, you can still enjoy all the seasonal delights without compromising your healthy habits. Here are some fun and easy tips to help you navigate holiday eating like a pro!

Swap high-calorie ingredients for healthier options in your holiday recipes, like using Greek yogurt instead of sour cream, or adding half whole wheat flour.

Balance your plate with plenty of fruits and vegetables alongside your favorite holiday dishes.

Bring a healthy dish to share at gatherings so you know there’s at least one nutritious option available.

Practice mindful indulgence by enjoying your favorite treats in small portions and savoring each bite.

Don’t skip meals to save up for a big feast. This can lead to overeating. Instead, eat balanced meals throughout the day.

Get moving after meals. A walk or some light activity can aid digestion and help you feel more energized.

Have a wonderful Holiday Season!

Spread some healthier, holiday cheer for ideas click here

🌟 The Power of Gratitude 🌟

December is the perfect time to reflect on what we’re grateful for and practice kindness toward ourselves and others. Gratitude doesn’t just feel good—it’s proven to combat stress, boost happiness, and even improve overall well-being. Taking a moment to pause and appreciate the good things around us can have a lasting impact.

💡 Gratitude Resources for Daily Wellbeing

· Gratitude Journal 📖 – See here a link to our gratitude journal

· 8 Quick Tips for Staying Positive 🌟 – Small, actionable steps to keep your outlook bright.

· Mindful Break Video 🎥 – A quick guided exercise to center yourself with gratitude.

📅 Complimentary Webinars for December

· December 6, 2 PM ET: Critical Thinking 🧠

Discover how to expand your problem-solving skills and see things in a new light. This session explores the origins of critical thinking, teaches how to ask meaningful questions, and provides practical applications for work and personal life.

· December 20, 2 PM ET: Holiday Budgeting 💵

Avoid the post-holiday blues by learning to keep your spending in check. This motivational session provides practical tips to maintain financial balance during the holidays, so you can enjoy the season without regret.

🌍 2025 Wellbeing Calendar

· United States English

· United States Spanish

Both Dozier Libbey Medical High and Deer Valley High schools have been on the forefront of piloting Ethnic Studies in AUSD. DLMHS led by Mr. Tom Gravert shared great insight into how the course is going, units of study, and what students can expect in the required course which is scheduled to go live in 2025-2026.

Mr. Gravert shared all of his students are earning A's and B's in this course. One student shared, "It's an eye opener I've gotten one perspective in history now I get to see another one" as she reflects on new knowledge about Abraham Lincoln and other units of study. Another student remarked, "I like the class I just wish it wasn't all digital (referencing the predominantly online and Padlet lessons, no textbook). I like that I am learning more about African Americans than slavery, I just wish it was more diverse..."

Big shout out to our K - 2 teachers for their time, talents and efforts into implementing our Foundation Reading with UFLI (University of Florida Literacy Institute). We are seeing amazing growth with our students. It is exciting to see! Keep up the great work! Note - Click on any of the pictures below for short UFLI videos.

Each month, our AUSD 3rd grade classrooms are gifted a subscription to Kid Scoop Magazine. Kid Scoop brings educationally-sound, ultra-fun activities using a color newspaper to build skills in reading, writing, science, geography, history, biography, math, and literature. The Kid Scoop Teacher's Guide is chock-full of specific ways to boost our student's enthusiasm for reading. The English and Spanish Parent Section is wonderful for home extension activities as well. A big AUSD thank you to the Dean Lesher Foundation, as well as Kid Scoop, for providing this wonderful resource to all of our 3rd grade classrooms. For more information, click the photo.

Every year AUSD awards more than 100 State Seals of Biliteracy to graduating seniors who meet the California Department of Education's criteria. Please encourage graduating seniors who believe they meet the criteria outlined below to apply! Seniors who are awarded the Seal receive an insignia that is affixed to their diploma, are recognized in their schools' printed graduation program and are awarded a medal.

State Seal of Biliteracy Criteria

Class of 2025 State Seal of Biliteracy Criteria Application

The website and application link for the state seal of Civic Engagement are available. Applications are due by February 28th.

Click here for the website link.

Click here for the application link.

Click here for the rubric.

Need Teacher Resources?

Click here for access to the Microsoft Teams Channel.

Click here for the link to the CDE’s resources.

As a reminder:

• Only high seniors should apply
• Students should meet the five criteria for civic engagement – see rubric.

We are thrilled to announce that Antioch Unified School District (AUSD) has been awarded $981,276 through the Bay Area K12 Strong Workforce Grant - Round 7!

The project, titled "Engineering the Future: Building Capacity in Mechanical, Automotive, and Smart Technologies," represents an exciting collaboration between AUSD, Los Medanos College (LMC), and regional employers. This initiative will strengthen K-14 Career and Technical Education (CTE) pathways in high-demand regional job sectors.

Key highlights of the grant include:

• Launching an Automotive Technology Program at Deer Valley High School (DVHS).
• Expanding computer science programs at both Antioch High School (AHS) and DVHS.

Special thanks to our dedicated CTE team for their hard work in securing this funding. We also extend our gratitude to Los Medanos College for their partnership and commitment to supporting student success.

Through this project, we aim to:

• Establish a new dual enrollment Automotive CTE pathway at DVHS.
• Align and articulate computer science programs at AHS and DVHS with LMC.
• Advance equity by increasing enrollment of female, low-income, and underrepresented students in these pathways.
• Boost pathway participation by 120 students over the next three years.
• Improve graduation rates and expand work-based learning opportunities for students.

We look forward to building a brighter future for our students, empowering them with the skills and opportunities they need to thrive in today's workforce.

AUSD has been awarded $1,149,425 from the Office of Probation to expand and strengthen our restorative practices and alternative suspension programming. These funds will support efforts to prevent violent offenses and serve our highest-needs students.

The goal of this project is to implement and expand a comprehensive alternative to suspension program that focuses on restorative justice, mentorship, mental health support, and active parent participation. By addressing the root causes of behavioral issues, the program aims to reduce suspensions, improve student outcomes, and foster a more inclusive and supportive school environment. Through restorative practices, students will have opportunities to repair harm and build stronger relationships, while mentorship and mental health resources will provide them with the guidance and emotional support needed for personal growth. Parent engagement will be integral in creating a holistic approach to student well-being and success.

Thank you, Kristy Martinez and the RPF Team, for your continued work with school sites to expand these initiatives.

The form is designed to gather feedback from staff on the strengths and areas for growth of Principals in AUSD. Your honest input will help administrators reflect and identify key areas of focus for improvement.

Participation in this survey is completely optional and anonymous. The form will remain open until December 20th. Thank you for your time and valuable feedback!

Click Here to access the form: https://forms.office.com/r/PsPpsHmNnp

The Restorative Practices team would like to welcome our newest member Gizzale Phillips. Gizzale will be working with Shira Sweitzer and the Peers at Antioch High School. With the addition of another facilitator, we are excited to expand our ability to foster and restore relationships, repair harm, disrupt the school to prison pipeline and keep our scholars in their classes where they are able to learn at grade level or above.

The deadline for students and parents to select their high school and pathway in the Aeries Portal is Friday, December 6th.

For more information, please visit the district website: Career Pathways | Antioch Unified School District.

To ensure families are well-informed, we’ve hosted multiple parent engagement nights, distributed flyers and brochures, and provided 8th-grade students with a presentation led by our counselors.

If students or parents have any questions, please encourage them to contact us at pathwaylottery@antiochschools.net.

D2 is opening up for all students K-8 on Monday 12/2 and will remain open until 12/20. This is a great opportunity for teachers, students and their families to celebrate their growth in reading and math! Below are a few tools and resources to support your administration and your students!

i-Ready Student Trackers Standalones English Spanish

i-Ready Printable Bulletin Board Banner Pack

i-Ready Proctoring Guidance

i-Ready Data Chat Pack Family

Student Certificates

In October, 6154 Antioch SD students engaged with i-Ready Math Personalized Instruction lessons, and 6799 engaged with Reading Personalized Instruction.

Two classes, in particular, stood out as top performers: Ms. Carrigan’s and Ms. Molina’s classes at Diablo Vista ES. To recognize their efforts, Curriculum Associates will be sending certificates of achievement for both teachers and their students. Congratulations to Ms. Carrigan and Ms. Molina!

1. Ms. Carrigan’s 4th grade class at Diablo Vista ES: 26/30 students actively participated in Reading Personalized Instruction, maintaining an impressive average time on task within our recommended range of 30–49 minutes per week, alongside outstanding pass rates.
2. Ms. Molina’s 5th grade class also at Diablo Vista ES: 23/26 math students used Personalized Instruction with fidelity, showing excellent time-on-task and pass rates.

Staff Development Day #3 is going to be a little bit different from our first two days this school year. Teachers will spend the full day at their school sites with their admin teams. The amazing educators who have been at Black Diamond Middle School for the previous 2 dates for specific break-out groups will come together at Lone Tree Golf Course to engage with Dr. Daman Harris. We want all of our educators to have the opportunity to work with our Solution Tree Associates and are excited to have the ability to bring the groups below to Lone Tree Golf Course for a mash up of Day One and Day Two's keynotes with Dr. Harris. Below is the schedule for the day for the teachers listed below. All other teachers will be at their school sites enjoying a well-planned day of site based professional development.

Dr. Daman Harris' Groups 1/7/25

7:45-8:15 Breakfast for Elementary Groups

8:15-11:00am: Elementary Groups: TK Teachers, Computer Prep Teachers, PE Teachers, Music Teachers, Special Education Teachers and Counselors

11:00-11:30am: Travel Time

11:30-12:00pm Lunch for Secondary Groups

12:00-3:00pm: Secondary Groups: PE Teachers, Music Teachers, Special Education Teachers and Counselors

It's hard to believe our third and final NTO Day is coming up fast! All new hires in AUSD will convene for their final session together on Monday, January 6, 2025. The entire day will be virtual with various sessions offered via Teams. The schedule is still under development, but new hires should check the NTO website any time after December 9th for the detailed agenda. If anyone does not have access to a device or wi-fi, please reach out to Amy Bettencourt and she can assist you with a work station at the district office for the day. New Teacher Orientation and Information | Antioch Unified School District

This past month in the Antioch Teacher Induction Program (ATIP) mentors and candidates were able to participate in a variety of professional development sessions that included community building with restorative practices, literacy strategies for early learners, increasing student engagement, and a session focusing on special education. Survey data reflects that the topics covered were highly valued. Here is a huge shout out to Kristy Martinez, Kelsey Escobar, Erin Clark, and Samantha Marquardt for leading the ATIP professional development sessions!

If you have questions about any of our growing teacher support programs or are interested in being a future mentor, please contact Tammy Ely-Kofford: tammyely-kofford@antiochschools.net.

California Education Code, Section 48985 (state translation requirements) requires that when 15% or more of students enrolled in a public school speak a single primary language other than English, all materials sent to the parent by the school, or school district must be provided in that language, as well as in English

Antioch USD has three Spanish language translators, Isela Topete, Roberto Bradford, and Delia Colorado. Along with District translations, these interpreters are here to serve you when you have a need for interpretations and/or translations for Individualized Education Program (IEP) meetings, parent conferences, or documents. Advance notice is necessary when scheduling; therefore, please submit your request at least two weeks in advance of your needed date. All Special Education requests are processed using a request form that is available through the assigned interpreter

Languages other than Spanish may receive assistance through an iPad translation device or through Translingo. See your site admin to request this.

On Wednesday evening November 20, 2024, DVHS VP Miles Garner, hosted a reclassification ceremony for 17 students who met all the reclassification criteria. The students were highlighted and shared future college and career aspirations, why they are grateful for their families, and their favorite foods. Smiles and congratulations were abundant, along with the families of these students. They also earned a green Reclassification Cord to wear to their senior graduation! Way to go Deer Valley Multilingual Learners!

What is reclassification?

The process of student's classification changing from an English Language Learner (ELL) to Redesignated Fluent English Proficient (RFEP) once specific criteria are met

What is reclassification?

The process of student's classification changing from an English Language Learner (ELL) to Redesignated Fluent English Proficient (RFEP) once specific criteria are met

What are the criteria to reclassify in AUSD?

It is always important to motivate students to try their best when taking tests. From now until February, it is crucial to have conversations with your multilingual students about the importance of demonstrating their language skills when being assessed. Students that passed the 2023 ELPAC have an opportunity to reclassify by meeting the other two criteria prior to February first by passing iReady and have a minimum English grade of C-.

The 2025 ELPAC will be administered beginning February 1st through May 31st.

Have those conversations!

Here are some ELPAC practice test resources for you to use and share with students:

ELPAC Training Tests, Practice Tests, & Interim Assessments At-a-Glance

https://www.caaspp-elpac.org/s/docs/elpac-tt-pt-ia-glance.pdf

Practice & Training Test Resources

https://www.caaspp-elpac.org/resources/preparation/practice-and-training-tests

ELPAC Interim Assessments

https://www.caaspp-elpac.org/assessments/interim/caaspp-and-elpac

Test Administrator Practice & Training Interface

https://capt.cambiumtds.com/testadmin

Practice & Training Tests for Students

https://capt.cambiumtds.com/student/?a=Student

Scan and share this QR code to request support from me:

Dr. Trisha Gonzales-Waters, AUSD MLL Coach

Family Day at The Boilermakers

Over 200 families from Antioch and Pittsburg Unified School Districts gathered for the first-ever Family Day at Boilermakers Local 549. In collaboration with Tom Torlakson's Whole Child Institute, families had the chance to try their hand at welding, enjoy a barbecue lunch, and treat themselves to some sweet desserts! The event provided a valuable hands-on learning experience, inspiring students interested in pursuing careers in the trades. During the event, one of our own Dallas Ranch students was proudly recognized with an award for her participation in career exploration with the Boilermakers. A heartfelt thank you to the Board Members, local leaders, the Whole Child Institute, and Boilermakers Local 549 for making this event such a success.

December 2024 Dateline Newsletter:

click here

The SELPA has some great PD opportunities scheduled during November and December. There's something for everyone! All of these are online and free to participants. Check out the attachment below to discover what might be just the thing you need or want!

Here's a sampling of some of the upcoming sessions:

Understanding Behavior as Communication

Learning how to support students who have Executive Functioning challenges (many students who have this challenge are in Gen Ed with RSP support

Addressing Disruptive Behaviors

Understanding the difference between Accommodations and Modifications (specifically tailored for use in the gen ed classroom). and designed to support Instructional Assistants)

Inclusion Strategies for Students with Autism (particularly for supporting students in the gen ed classroom)

Informal Assessments for students in M/M and M/S programs

There have been some recent updates to SEIS, which we've tried to keep you abreast of. While the way many of you use SEIS is simply as a system for writing a student's IEP, it provides a lot more data than that, and actually functions a little like the district's "report card." The information included in the IEPs is used for our Disproportionality Data and Annual Determinations, as well as ensuring that we are accurately reporting the student’s race/ethnicity, primary disability and program setting. That means that the information a case manager enters is the data source for much of what is monitored by the state. Some recent reminders from SEIS, and our data analyst include the following:

• Be sure to Affirm/Lock/Save all IEPs and Amendments
• Case managers must exit any students who have exited special education
• Case managers must ensure Transition Indicators are populated for any student who will be 16 on Census Day (Y or N)
• IEP teams must review the General Education Participation percentage at every meeting and ensure the numbers are accurate (not transposed)
• IEP teams for students age 5 or higher (who is enrolled in TK or higher) is marked to indicate that they are in a SCHOOL-AGE setting
• IEP teams must review program settings with the team and make sure the information on the IEP is accurate. Be sure to end and delete old services.
• Site administrators and case managers must be sure they're monitoring timelines – using their SEIS dashboard to view what is coming up (and schedule IEP team meetings well in advance of the due date).
• IEP teams must remember that they are responsible for completing the new(ish) Degrees of Support section in SEIS

In SEIS there are shared searches that all case managers, and/or related services providers, can run themselves to clean up their caseloads.

The Alternative Pathway to Diploma was first made available to students who have a significant cognitive impairment and for whom the option is appropriate (as determined by the IEP team) for the 2022-2023 school year. It is our responsibility as a district to inform families of eligible students that this exists for them. A letter template in Spanish and English has been provided to school administrators, but contact Sharon Spivack if you cannot locate the copy of it.

Middle School administrators: send the letter advising about this option in the early spring of all 8th grade students who are placed in a M/S ((Extensive Needs) program. Address it with the IEP team at the spring transition meeting, as well.

High School administrators: it is recommended that the letter be sent again at the start of the school year for all incoming 9th grade and 10th grade students in the M/S SDC programs.

Our District has a Course of Study for these students, who will need to earn 180 credits to earn their diploma. They have the option of continuing in our CBI program following the awarding of the diploma.

REMINDER: THIS IS NOT A CREDIT RECOVERY OPTION; IT'S AN OPTION FOR A VERY SMALL GROUP OF STUDENTS TO EARN A DIPLOMA. Previously, these students didn't have that option, only the option of a certificate of completion.

The Office of Civil Rights provides guidance to schools and educators on the legal requirements we must follow to ensure equal access to elementary and secondary students who are English Learners with disabilities. A fact sheet is attached for your reference, but the gist of the document's recommendations is that our students who meet this description need some special care. The good news is that the supports are already available in our schools...we just need to make sure they are accessed for the students.

1. The ELD services they receive should be educationally sound, appropriately resourced, and effective in practice. The services main goal is that ultimately, the result is that student may participate equally and more meaningfully in their instructional programming.
2. Parents who have limited English proficiency must receive meaningful communication from the schools. This is inclusive as well as helping to ensure that a student makes progress in their ELD.
3. Special Education services must be provided in a way that allows appropriate communication with students with disabilities.
4. Make sure to avoid identifying a student who is an EL as having a disability due to their language acquisition skill or progress, rather than a true disability or a conduct disorder (possibly borne of frustration or trauma related to their EL status and needs not being met).

Some of the other things to consider is avoiding scheduling ELD classes at the same time as Special Education services (requires coordination between schedulers and services providers). Make sure that a student who is an EL does not receive special education services ONLY in English. This was a past practice and is no longer approved.

The attached has many more suggestions and reminders; please take a look at it. These regulations and suggestions are applicable to students who have or may require a 504 Plan, as well as those who have identified disabilities requiring special education services.

“Inclusion is not simply about physical proximity. It is about intentionally planning for the success of all students.”

The first thing to know and embrace is that learning strategies to support belonging and inclusion benefits all students, not just those who have autism.

1. When welcoming a student to your class, identify what feels comfortable to that student (be creative) so they can expect that you will greet them that day daily, and pair it with classroom rules and expectations. Having that consistency can be a signal to the student and reminder for them to be "ready" for the class. If you already have a way to greet your students, and he/she/they are not comfortable with it, offer a choice of greeting that accomplishes the same purpose.

2. If you have a student who tantrums or becomes aggressive when a desired task is removed or stopped...when the student is regulated, identify goals and objectives to help the student learn how to adjust their behavior to the requirements of different activities.

• Remember to create forms of assistance in transitioning; almost all students who have autism need this in some way, whether it is a visual timer, an audible timer, or even a verbal cue, make sure they're reminded (if that sets them off).
• Develop a consistent consequence for the tantrum/aggression and if the behavior does not subside over a trial period, try a different consequence. Remember it's not that the student doesn't "want" to behave appropriately in class...sometimes they don't know how to access the ability to do it, or even have the ability to do it (yet!).
• Use a visual schedule.
• Consult the SLP regarding appropriate ways to communicate with the student--they are a wealth of experience, and behavior is a form of communication.
• Use the student's interests to promote effective transitioning, once this happens, then this other thing you enjoy will happen, but not until after the first thing stops...
• Provide plenty of advance "notice" of when thing will stop.
• Consider whether providing additional proprioceptive input will help the student--if they have an OT service the OT will likely be able to suggest some things that will support the transition.

3. If you have a student who becomes physically aggressive when he/she/they doesn't get his/her/their way, consider establishing some classroom goals (with a specific objective) for the student, and then develop interventions to support the goal being attained. Some you might consider are to:

• Provide a predetermined signal to make the student aware of the inappropriate behavior (they may not actually be aware of it)
• Use positive behavior reinforcers (use fewer words that get to the point is best)
• Identify a prearranged activity, task, or break space for the student to use to handle situations when this happens
• Maintain consistent behavioral expectations and consequences, but make sure they are likely to be possible for the student. Students who have autism often have a strong sense of what is "right" and "fair" (or unfair). Remember that the same criteria may not work for all students, and the important thing is to have the student be able to participate, without keeping others from participating. Different criteria is not unfair...it's everyone getting what they need. Consistency is key.
• Identify coping techniques for the student to use when they, or you, detect a challenging situation starting.
• Do not criticize the student when correcting them, be honest yet supportive. Having the student feel negative will lead to more instances of the student becoming agitated, angry, annoyed, or upset.

These are just a few examples. The attached article from Edutopia contains some great tip--take a moment to read it. An IEP team meeting to discuss appropriate and effective supports for the student can yield great results, and it's a wonderful form of alternative to suspension (or sending the student home...which really should not ever happen unless they're being officially suspended).

The CAA for Science is an ongoing assessment that is aligned with alternate science standards. For students who are impacted by their disabilities most significantly, the CAA tests provide a way to measure what students know and can do using alternate achievement standards, and the data helps us determine the efficacy of the content we are teaching.

Education Specialists teaching in M/S classrooms should be working on the second performance task, having administered the first performance task assessment. If you have any questions about this or challenges accessing your student's tests, please let your site administrator, your program specialist, or Sharon Spivack know. Remember that a student's IEP must reflect any testing accommodations or supports the IEP team has determined they need to complete the test to the best of their ability. The attached CAA for Science Fact Sheet can help IEP teams better understand the test.

For November's Harvest of the Month program, we delivered Fuyu persimmons from Full Belly Farm located in Capay Valley, CA to our elementary classes. Persimmon is a seedless fruit filled with vitamin A, vitamin C and fiber.

For December's Harvest of the Month program, we will be featuring radishes! These root vegetables will be added to our salad bars for our elementary school sites.

The Dark Fiber Project received approval from E-rate last month and is scheduled to commence in January, pending permit and bond clearance with the city. This initiative will establish direct fiber connections to all schools, delivering initial network speeds ten times faster than the current capacity to the SSB. The project marks a significant step toward achieving 10-gigabit connectivity for all schools and provides AUSD with the scalability to enhance network speeds over the next decade as required. Together with last year’s E-rate-funded network switch upgrades, this project will form the backbone for a much-needed new wireless network infrastructure.